Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/366
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dc.contributor.authorJordan, Michelle E.
dc.contributor.authorCollins, Jamie M.
dc.date.accessioned2017-06-19T11:36:29Z
dc.date.accessioned2017-06-19T09:43:05Z-
dc.date.available2017-06-19T11:36:29Z
dc.date.available2017-06-19T09:43:05Z-
dc.date.issued2016-07
dc.identifier.citationJordan, M. E. & Collins, J. M. (2016). Sketching a Pathway Through Design Worlds: Multimodal Communication in a Fifth-Grade Collaborative Engineering Project In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/366-
dc.identifier.urihttps://doi.dx.org/10.22318/icls2016.159
dc.description.abstractThis qualitative case study sought to understand how disciplinary literacy practices associated with engineering design were used to facilitate communication among the four fifth-grade members of one collaborative learning group engaged in brainstorming initial design ideas for a remote-controlled, paddle-propelled robotic watercraft. Specifically, we focused on understanding how sketching was used by group members and for what purposes. Analysis of nine student-generated sketches and discourse during the team’s first work session suggested that sketching was “mixed and mashed” with other literacy acts to create design worlds, facilitate deep learning, and navigate pathways towards engineering goals.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleSketching a Pathway Through Design Worlds: Multimodal Communication in a Fifth-Grade Collaborative Engineering Projecten_US
dc.typeBook chapteren_US
Appears in Collections:ICSL 2016

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